What is CPD?
The acronym ‘CPD’ stands for ‘Continuous’ or ‘Continuing Professional Development’ and broadly signifies the process of continuing growth of a professional after joining the profession. In education, generally speaking, it seems that there are two views of CPD – the narrow and the broad. The narrow view considers CPD as the imparting/ acquiring of some specific sets of skills and/ or knowledge in order to deal with some specific new requirements (for example, training teachers to handle a new textbook or using a new teaching aid.) The broad view considers CPD as a much deeper, wider and longer-term process, in which professionals continuously enhance not only their knowledge and skills, but also their thinking, understanding and maturity; they grow not only as professionals, but also as persons; their development is not restricted to their work roles, but may also extend to new roles and responsibilities.
For our purpose we have chosen to define CPD in the following terms:
“CPD is a planned, continuous and lifelong process whereby teachers try to develop their personal and professional qualities, and to improve their knowledge, skills and practice, leading to their empowerment, the improvement of their agency and the development of their organizations and their pupils.” 
“Learning is a never-ending process”.
Continuing professional development (CPD) is a platform that provides practical guidance for a teacher educator for his learning and growth. Continuing professional development (CPD) or Continuing professional education (CPE) is the means by which people maintain the knowledge and skills related to their professional lives.
For a teacher educator learning is a never-ending process that assures his student’s growth as per grounded and refined up gradation in education policy which is in turn an outcome of his struggle. To prosecute and execute these educational policies there is indeed a platform that provides practical guidance and theoretical overview and it is Continuing Professional Development Program (Megginson and Whitaker, 2003).
“Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam
Higher Education funding Council for England defines CPD as:
“a range of short and long training programs, some of which have an option of accreditation which hasten the development of employment related knowledge, skills and understanding.”
Indiana College Network (ICN) reproduces just the sentence above as,
“CPD is a continuous process of acquiring knowledge and skills throughout one’s professional life.”
According to the Chartered Institute of Personnel and Development, CPD should:
- be continuous – professionals should always be looking for ways to improve performance
- be the responsibility of the individual learner to own and manage
- be driven by the learning needs and development of the individual
- be evaluative rather than descriptive of what has taken place
- be an essential component of professional and personal life, never an optional extra
 Padwad, A & Dixit, K. (2011) Continuing Professional Development, An Annotated Bibliography, British Council, L&T Chambers, 1st Floor, 16 Camac Street, Kolkata 700 017, www.britishcouncil.org.in
The Teachers’ Standards set out a number of expectations about professional development; namely, that teachers should:
- keep their knowledge and skills as teachers up-to-date and be self-critical;
- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues;
- demonstrate knowledge and understanding of how pupils learn and how this has an impact on teaching;
- have a secure knowledge of the relevant subject(s) and curriculum areas;
- reflect systematically on the effectiveness of lessons and approaches to teaching; and
- know and understand how to assess the relevant subject and curriculum areas. 
The standard 
- Professional development should have a focus on improving and evaluating pupil outcomes.
- Professional development should be underpinned by robust evidence and expertise.
- Professional development should include collaboration and expert challenge.
- Professional development programmes should be sustained over time.
- And all this is underpinned by, and requires that:
- Professional development must be prioritised by school leadership.
 Standard for teachers’ professional development: Implementation guidance for school leaders, teachers, and organisations that offer professional development for teachers (July 2016), Department of Education
REFERENCES & FURTHER READING
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